Introduction

The Education (Special Educational Needs) (Information) (England) Regulations 1999 and The SEN Code of Practice (2001) sets out the information which a school’s policy for special educational needs must contain. This policy has been revised in the light of the changes within The SEN Code of Practice (2001).

This policy details the provision for children with special educational needs that Camden Junior School provides that is ‘additional to’ or ‘different from’ the provision made for all children throughout the school.

Our central aim is to reduce the barriers to effective learning for children with special educational needs.

Section 1:   

Basic Information about the school’s special education provision

The Education Act (1996) provides a definition of special educational needs:

Children have special educational needs if they have a learning difficulty, which calls for special educational provision to be made for them.

Children have a learning difficulty if they:

a)    Have a significantly greater difficulty in learning than the majority of children of the same age; or

b)   Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age

c)    Are under compulsory school age and fall within definition (a) or (b) above or would so do if special educational provision was not made for them.

Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.

Special educational provision means:

a)      for children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LEA, other than special schools, in the area.

Objectives

The objectives of our policy are:

·        To ensure the early identification of all pupils with special educational needs

·        To address identified special educational needs effectively using all the resources available to the school

·        To ensure that all staff within the school are committed to providing effective education for all pupils with special educational needs

·        To ensure that the views of the child with special educational needs are actively sought and taken into account

·        To work in partnership with the parents of pupils with special educational needs and to recognize the vital role they have to play in supporting their child’s education

·        To ensure that children with special educational needs have full access to a broad, balanced and relevant education, including an appropriate curriculum.

The Co-ordination of provision of education for children with special educational needs

The Special Educational Needs Co-ordinator for the school is:

Miss E. Murray

The co-ordination of special educational provision within the school is the responsibility of the SENCO.

The SENCO will:

·        Oversee the day-to-day operation of the SEN Policy

·        Co-ordinate provision for children with special educational needs

·        Liaise with and advise members of staff

·        Manage learning support assistants

·        Oversee the records of all children with special educational needs

·        Liaise with parents of children with special educational needs

·        Manage all correspondence relating to special educational needs

·        Contribute to the in-service training of staff

·        Manage the budget for special educational needs

·        Liaise with external agencies including the attached educational psychologist, LEA support services and health and social services and voluntary bodies.

Admission arrangements for children with special educational needs

Children with special educational needs, who do not have a statement of special educational needs, will be subject to the same admission arrangements as all other pupils.

Children with a statement of special educational needs will be admitted to the school if the school is named in section 3 of their statement.

Liaison will take place with Victor Seymour Infants School during the summer Term prior to admission.

Provision for special educational needs in which the school specialises and any special units

School does not have any particular specialism or unit. The school has experience in meeting the needs of children with special educational needs in the areas of:

·        Communication and interaction

·        Cognition and learning

·        Behaviour, emotional and social development

·        Sensory and/or physical.

The school’s approach is one of identifying and assessing the individual’s special educational needs and organising flexible provision to address these needs and promote progress and achievement for the child in all areas of school life.

Facilities for pupils with special educational needs including facilities which increase or assist access by pupils who are disabled

The school is working towards offering a supportive environment to children with disabilities. The Accesibility Plan prioritises front entrance ramped access and  a disabled toilet in the boys’ and girls’ toilets. Currently wheelchair access is available  at the rear of the school, to the Year 4 block and the library.

No first floor access, where th ICT room is situated is currently available.

Section 2:   

   Information about the school’s policies for the identification, assessment and provision for all children with special educational needs 

How resources are allocated to and amongst pupils with special educational needs

Detailed provision maps  showing allocation of resources ‘to and amongst’ children with SENs costed against annual budget for ALS, Statements and Standards Fund allocation under inclusion, to be reviewed annually.

Appendix A

How pupils with special educational needs are identified and their needs determined and reviewed

Detailed procedures for identification, assessment, provision and review are attached as Appendix B.

Arrangements for providing access by children with special educational needs to a balanced and broadly based curriculum.

At Camden Junior School all children have access to the full curriculum. This includes the National Curriculum and the National Literacy and Numeracy frameworks. We use a variety of teaching and learning approaches to maximise the achievement of all our children.

Curriculum planning is differentiated and flexible to recognise the individual needs of all children and to ensure progression for all children. The National Curriculum Inclusion Statement emphasises the importance of providing effective learning opportunities for all children and offers three key principles for inclusion:

·        Setting suitable learning challenges

·        Responding to children’s diverse needs

·        Overcoming potential barriers to learning and assessment for individuals and groups of children.

At Camden Junior School we embrace these principles and apply them in planning, teaching and assessing our curriculum.

How children with special educational needs engage in the activities together with pupils who do not have special educational needs.

Pupils with special educational needs are regarded as full members of Camden Junior School and we are committed to developing our inclusive practice. Pupils with special educational needs have full access to the environment, resources, staff and activities of our school. Some children with special educational needs may require some form of ‘special provision’ to enable them to access some activities. We are committed to taking a flexible approach to achieve full inclusion.

How the governing body evaluates the success of the education, which is provided at the school to pupils with special educational needs.

The school undertakes regular monitoring and evaluation of policy and practice for special educational needs through the following approaches:

·        Classroom observation

·        Monitoring of teachers’ planning and assessment records

·        Analysis of summative assessment outcomes

·        Monitoring of special educational needs records including: individual education plans, individual education plan reviews, annual reviews of statements

·        Monitoring of the progress of children with special educational needs in meeting individual education plan targets

·        Monitoring of parental views about the quality of special educational needs provision.

The information collected through monitoring and evaluation is discussed during senior management meetings and line management meetings with teachers. The SENCO and the SEN governor discuss this information through regular (termly) meetings.

The governing body report on the success of special educational needs provision in the Annual Report to Parents. The following success criteria will be used to evaluate the effectiveness of provision and information provided through ongoing monitoring and evaluation will inform the judgements made in the annual report.

1.    Systems for identifying, assessing and reviewing children with special educational needs are effective

Performance indicators

·        Number of complaints from parents regarding special educational needs provision

·        SEN records show all staff understand and follow whole school procedures.

·        Records of action taken in response to children’s special educational needs in short term curriculum planning.

·        Reviews completed each term for all pupils with special educational needs

·        Evidence through analysis of outcomes that pupils with special educational needs make good progress.

2.    The allocation of resources for pupils with special educational needs is effective.

Performance indicators

·        Resources ‘allocated to’ children with special educational needs reflect the complexity of their special educational needs

·        Children with special educational needs make good progress

·        Children with special educational needs are identified promptly and action taken to address their needs is effective.

Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school.

Any complaints that a parent/carer has about the special educational needs provision within the school should be discussed with the class teacher. If the parent/carer feels their complaint has not been resolved they should contact the SENCO and the Headteacher who will arrange a meeting within five working days.

If the complaint cannot be resolved then the complaint should be addressed to the Governing Body following the School Complaints Procedure.

Section 3:    

Information about the school’s staffing policies and partnership with bodies beyond the school

Any arrangements made by the governing body relating to the in-service training for staff in relation special educational needs

Training for all staff will be provided to support the effective implementation of this policy. This will be scheduled as part of the ongoing programme of in-service training for all staff.

Training for staff new to the school relating to whole school policy and practice will be included as part of their Induction Programme.

The SENCO will attend the termly London Borough of Sutton SENCO meetings. In addition, the SENCO will attend appropriate in-service training provided by the LEA and other providers to ensure continuing professional development and an awareness of new developments in the field of special educational needs education.

Individual teachers may have professional development needs identified in the area of special educational needs through the Performance Management System.

Learning Support Assistants will be included in whole staff training, as appropriate or specific INSET will be provided for groups of Learning Support Assistants. Learning Support Assistants may also have professional development needs identified through the appraisal system.

The use made of teachers and facilities from outside the school including links with support services for special educational needs.

To be updated when information from the LEA is received under new information regulations 2001

The following educational support services are currently available to the school.

·       Educational Psychologist: The school an attached Educational Psychologist, who acts on behalf of the London Borough of Sutton to assess children and offer advice on their IEP.

·       London Borough of Sutton Co-ordinator for Hearing Impairment: visits school and offers advice to teachers of hearing impaired pupils.

·       London Borough of Sutton Co-ordinator for Visual Impairment: visits school and offers advice to teachers about visually impaired pupils.

·        Learning Support Service: teacher from this service teaches groups of children with specific literacy difficulties, who require school action plus.

·       Primary Language and Communication and Support Service: a teacher from this service works with small groups of children that have been identified as needing school action plus in this area.

·        Behaviour Support Service: teachers from this team visit the school to advise staff about providing for pupils with behavior, emotional and social development needs.

The role played by parents of pupils with special educational needs

The school attaches great importance to working in partnership with parents to achieve the very best for all pupils. A central objective of our policy is:

·        To work in partnership with the parents of pupils with special educational needs and to recognise the vital role they have to play in supporting their child’s education

To this end, parents are encouraged to meet regularly with teachers and to make an active contribution to identification and planning of action to meet their children’s special educational needs.  Details of parental involvement are included in Appendix B.

Any links with other schools, including special schools, and the provision made for the transition of pupils with special educational needs between schools or between the school and the next stage of life or education.

Camden Junior School has established sound links with local secondary schools and transfer from school will normally take place within the LEA arrangements for transfer to secondary school.

The transfer of children with statements of special educational needs will be discussed with their parents at the annual review held in the Autumn Term of Year 6. Every effort is made to make contact with the SENCO of the receiving secondary school including an invitation to attend the child’s annual review or for the SENCO to visit the child in school and discuss their particular strengths and needs.

The school ensures that all records and relevant documentation are passed to the receiving school.

The school has established links with all three Sutton Special Schools in terms of liaison when pupils are transferring to or from these schools. The school is also keen to develop inclusion links with the special schools through which pupils from the special schools and the school have opportunities to work together in various areas of the curriculum. 

Links with child health services, social services and educational welfare services and any voluntary organisations, which work on behalf of children with special educational needs.

The following child health support services are available to the school.

·       Educational Welfare Officer: works with school regularly and follows up concerns about attendance and general welfare matters.

·       School Nurse: provided by the school health service, provides health assessment interviews and information to pupils on health issues. Referrals to specialist services such as speech and language therapy, physiotherapy and occupational therapy may be made.

·       Child and Adolescent Mental Health Department: The school can make referrals for children who need medical assessment and therapy to this service.

·       Sutton Family Center. The school can make referrals for children who need support for home situations e.g. sleep or behaviour clinic.

·       Social services: pupils and their families may need the support of a social worker.

·       Various voluntary agencies – the school is proactive in seeking support from a range of voluntary agencies according to individual special educational needs. A list of voluntary agencies is attached as Annex 1. The school regularly updates this list.

Annex 1

Useful National Contacts

ACE (Advisory Centre for Education)

1b Aberdeen Studios

22 Highbury Grove

London N5 2DQ

Tel. 0207 354 8318

Guidance on all aspects of education. They will forward a publications list on request.

AFASIC (Association for all Speech Impaired Children)

347 Central Smithfield Markets

London,

EC1A 9NH

Tel. 0207 236 3632/6487

ASBAH (Association for Spina Bifida & Hydrocephalus)

42 Park Road

Peterborough

Cambridgeshire PE1 2UQ

Tel. 01733 555988

British Association of Early Childhood Education

111 City View House

463 Bethnal Green Road

E2 9QY

Tel. 0207 739 7594

CLAPA (Cleft Lip & Palate Association)

134 Buckingham Palace Road

London

SW1W 9SA

Tel. 0207 824 8110

Contact a Family

170 Tottenham Court Road

London WIP 0HA

Tel. 0207 383 3555

General support for families who care for children with special needs including contact with other families, information factsheets and a newsletter.

Council for Disabled Children

National Children’s Bureau

8 Wakely Street

London EC1V 7QE

Tel. 0207 843 6061

Information, training, co-ordination and publications including: fact sheets on services and facilities for disabled children.

Down’s Syndrome Association

155 Mitcham Road

London

SW17 9PG

Tel. 0208 682 4001

HAPA

Pryor’s Bank

Bishops Park

London SW6 3LA

Tel 0207 736 4443

Advice on play for disabled children, magazine and publications.

IPSEA (Independent Panel for Special Educational Advice)

22 Warren Hill Road

Woodbridge

Suffolk IP12 4DU

Tel. 01394 382814 (parent’s advice line)

Consists of independent experts who give advice to parents who are uncertain about, or disagree with, the local education authority’s interpretation of their child’s special educational needs.

Mencap Early Years Project

London Division

115 Golden Lane

London

EC1Y 0TJ

Tel. 0207 696 5581

Information, training and support for families with young disabled children and associated professionals.

National Autistic Society

393 City Road

London

EC1V 1NE

Tel. 0207 833 1114

National Deaf Children’s Society

15 Dufferin Street

London EC1Y 8PD

Tel. 0207 250 0123

National Portage Association

127 Monks Dale

Yeovil

Somerset

BA21 3JE

Tel. 01935 471641

British Dyslexia Association

98 London Road

Reading

Berkshire

RG1 5AU

Tel. 01734 668271

National Society for Epilepsy

Chalfont Centre

Chalfont St Peter

Gerrards Cross

Buckinghamshire SL9 0RJ

Tel. 01494 601300

Pre-school Learning Alliance

69 Kings Cross Road

London WC1X 9LL

Tel. 0207 833 0991

Royal National Institute for the Blind

224 Great Portland Street

London W1N 6AA

Tel. 0207 388 1266

Royal National Institute for Deaf People

19 – 23 Featherstone Street

London EC1Y 8SL

Tel. 0207 296 8000

SCOPE

6 Market Road

London N7 9PW

Tel. 0207 636 5020

Society for children who have cerebral palsy

SENSE

National Deaf/Blind & Rubella Association

11-13 Clifton Terrace

London N4 3SR

Tel. 0207 272 7774

Appendix A

How resources are allocated to and amongst pupils with special educational needs

2002/2003

Resources available for pupils with special educational needs

AEN element of whole school budget                             £?

Delegated funding for pupils with a

statement of special educational needs                            £?

Standards Fund for SEN                                        £?

In 2002/2003 the governors allocated £? For special educational provision.

This was spent on:           

Camden Junior School       Provision Map       February 2003 

  Camden Junior School       Provision Map       February 2003

Camden Junior School       Provision Map       February 2003

Camden Junior School Provision Map       February 2003

Allocation of resources ‘amongst’ pupils with special educational needs                                             

February 2003

Appendix B

Procedures for identification, assessment, provision and review

Introduction

The SEN Code of Practice does not assume that there are hard and fast categories of special educational need. Children will have needs which may fall into at least one of four areas, many children will have inter-related needs. The SEN Code of Practice gives four main areas of need:

·         Communication and interaction

·         Cognition and learning

·         Behaviour, emotional and social development

·         Sensory and/or physical

All children are expected to make progress. However, it should not be assumed that all children will progress at the same rate. The rate of progress may vary depending on individual learning styles and ability.

Inadequate progress is the trigger for intervention and identifies a need for special educational needs provision.

The SEN Code of Practice defines adequate progress as progress in relation to reasonable expectations for a particular child.

Adequate Progress

·         Closes the attainment gap between the child and their peers

·         Prevents the attainment gap growing wider

·         Is similar to that of peers starting from the same attainment baseline, but less than that of the majority of peers

·         Matches or betters the child’s previous rate of progress

·         Ensures access to the full curriculum

·         Demonstrates an improvement in self-help, social or personal skills

·         Demonstrates improvements in the pupil’s behaviour

Inadequate Progress is when a child shows little or no progress despite receiving differentiated learning opportunities, and also:

·    Makes little or no progress even when teaching approaches are targeted particularly in an identified area of weakness

·    Shows signs of difficulty in developing literacy or numeracy skills which result in poor attainment in some curriculum areas

·    Presents persistent emotional or behavioural difficulties which are not ameliorated by the behaviour management techniques usually employed in the school

·   Has sensory or physical problems, and continues to make little or no progress despite the provision of a differentiated curriculum.

1.       Identification

A child may be identified as giving cause for concern in the following ways:

·        Through Health, Social or Psychology Services on entry to school

·        Through a parent/carer’s expression of concern

·        As a result of an analysis of whole school assessment procedures, e.g. following baseline assessment or end of year optional and statutory end of year tests

·        Following concerns regarding ongoing progress and development by the class teacher

Or

·        Through records provided by a previous school of identification and special educational needs provision. In this situation the school will provide continuity of special educational provision and review the situation at the first review of the child’s individual education plan.

Following the identification of a cause for concern:

·        The classteacher completes a ‘Cause for Concern’ form.

·        The form is passed to the SENCO who arranges to meet with the teacher and discuss concerns.

·        The triggers for ‘inadequate progress’ are used to assess whether the child should be placed at School Action or not and this decision is recorded at the end of the initial meeting.

If the decision is not to place the child on School Action the ‘Cause for Concern’ form will be filed in the child’s school record.

2.    School Action

When a decision is made to place a child on School Action the SENCO will open a special educational needs record for the child.  

The SENCO and classteacher will meet with the parents/carers.

Every effort should be made to ensure that the child is fully involved in discussions relating to their special educational needs and the provision planned. The child may be invited to attend all or some of the initial meeting according to their age and/or development levels. If more appropriate a separate time should be identified to discuss the outcomes of the meeting with the child.

At the meeting all available information relating to the child’s strengths and areas of need will be considered and the following actions taken:

·        Further diagnostic assessment should be undertaken if it is felt that existing assessment information is inadequate to enable additional support to be planned for the child through the individual education plan. (IEP) Arrangements should be agreed to undertake further assessment and a date should be set for a further meeting to discuss the outcomes and to plan additional support through the IEP.

·        If there is sufficient information already available an IEP should be planned for the child and recorded on the school IEP form. The IEP must include:

o       A maximum of four short-term targets set for or by the child. Targets must be small, measurable, achievable, relevant and timed (SMART targets).

o       The teaching strategies to be used. These must be clear and explicit and additional to or different from the differentiated curriculum plan for all children.

o       The provision to be put in place. This must specify when the teaching strategies will be used and who will be responsible for these.

o       When the plan is to be reviewed. A specific date must be set for the review of the IEP. IEPs must be reviewed at least three times per year. For some children, more frequent reviews may be agreed.

o       The classteacher is responsible for completing the IEP form and ensuring a copy is placed in the child’s SEN record and a copy is sent to parents/carers.

o       The classteacher is responsible for working with the child and ensuring that the teaching strategies and provision is implemented. Classteachers must annotate short term curriculum planning to indicate when IEP targets are being addressed.

o       The classteacher must keep records of the child’s progress towards their targets.

3.    School Action Plus

The triggers for intervention at School Action Plus are that despite receiving support through School Action, the child:

·      Continues to make little or no progress in specific areas over a long period

·   Continues working at National Curriculum levels substantially below that expected of children of a    similar age

·   Continues to have difficulty in developing literacy or mathematics skills

·   Has  emotional or behavioural difficulties which substantially and regularly interfere with the child’s own learning or that of the class group, despite having an individualised behaviour management programme

·   Has sensory or physical needs, and requires additional or specialist equipment or regular advice or  visits by a specialist service,

·       Has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.

At an IEP review meeting the SENCO, classteacher and  parents/carers will consider all available evidence of the child’s progress towards the targets set in the IEP. Any additional assessment information such as outcomes of assessment tasks or tests should also be available.

In the light of the evidence available, if the child meets the triggers for School Action Plus, the following actions taken:

·        The SENCO will complete a referral to the most appropriate external support service.

 Further details to be included when information from the LEA is received under new information regulations 2001

·        A new IEP will set out fresh strategies for supporting the child’s progress. This will be recorded on the school IEP form. The IEP must include all those elements set out under School Action but should be informed by the advice from external specialists.

·       The classteacher is responsible for completing the IEP form and ensuring a copy is placed in the child’s SEN record and a copy is sent to parents/carers.

·       The classteacher is responsible for working with the child and ensuring that the teaching strategies and provision takes place. Classteachers must annotate short term curriculum planning to indicate when IEP targets are being addressed.

·       The classteacher and any external support services working with the child must keep records of the child’s progress towards their targets.

Reviewing IEPs

IEPs are reviewed three times a year, more frequently if required. A date is set for the IEP review when the IEP is planned and agreed.

IEP reviews are more effective if there is some advance preparation. Information should be gathered from assessment records and from any staff who have worked with the child. An individual ‘self-assessment’ with the child gives the opportunity to assess the achievement of targets and record the child’s own views on progress. New targets can be thought about and discussed.

The classteacher is responsible for the IEP review and must:

·        Invite parents/carers to attend and contribute to the review

·        Involve the children in the process of reviewing their progress and setting new targets

·        Chair the review meeting and record the outcome of the discussions

·        Complete all sections of the IEP Review Sheet

     Produce a new IEP with targets, strategies and provision

·        File a copy of the IEP review and the new IEP in the child’s SEN record

·    Send a copy of the IEP review and the new IEP to the child’s parents/carers

IEP reviews at ‘Action Plus’ or for ‘Statements’ – Involving outside agencies

IEP reviews that involve additional specialist support teachers or therapists require greater collaboration in setting dates and times. However, the emphasis on involving pupils and parents/carers remains the same.

School Request for Statutory Assessment

In the case of a child demonstrating significant cause for concern the school may consider requesting a statutory assessment. The LEA has established criteria for a request for statutory assessment and the SENCO and classteacher will consider the criteria when considering further action for a child continuing to cause significant concern at School Action Plus.

Further details to be included when information from the LEA is received under new information regulations 2001

The SENCO takes lead responsibility for submitting a request for statutory assessment and will work closely with the child’s classteacher.

Children with statements of special educational needs

All children with statements of special educational needs have an IEP, recorded on the school IEP form. The IEP targets will be based upon the long-term objectives set out in sub-section 1 of the child’s statement. The IEP will be reviewed at least twice a year and will be fully considered at the annual review of the statement. The classteacher is responsible for completing the IEP form and IEP Review Forms and ensuring a copy is placed in the child’s SEN record and a copy is sent to parents/carers. The SENCO will work with the classteacher to support this process.

Annual Reviews of statements of special educational needs

The LEA provides guidance for schools relating to the Annual Review of statements of special educational needs.

Further details to be included when information from the LEA is received under new information regulations 2001

The SENCO takes lead responsibility for organising and preparing for Annual Reviews and will work closely with the child’s classteacher.